Contiguity Principal: In multimedia presentations, printed words should be placed near the correlating graphic (s) in order to create a connection to the learner (Clark & Mayer, 2008). Contiguity Principal One: Place words near the graphic(s). Contiguity Principal Two: Synchronize spoken words with the graphic(s). Essential cognitive processing: Mentally representing the core material (select the relevant material) and it is created by complexity of the material. Expertise Reversal Effect: A phenomenon that as a learners gain more expertise, worked examples can impede learning. Directive Architecture: Training that provides feedback after the student submits a reply or accomplishes a task. This type of learning is centered on a response strengthening approach that is also referred to as the “show and do” method. Extraneous Processing Load: Mental work that is not connected to the instructional design of a learning presentation. Fading: When the first example is a worked example provided completely by the instruction. Then the first fully worked example is followed by a second example, in which most of the steps are worked out but the learner is asked to complete one or two of them. Far Transfer: Adapting to strategies learned in the training to the environment, where all situations change. Keyconcepts: Terms and concepts not known by the learner before beginning a learning process. They are more detailed than key words. Knowledge Construction: Cognitive approach to learning that fosters the acquisition of useful information by merging new data with existing intellectual capabilities and experiences. Icons: Picture or symbol use on computers to represent a link to documents, applications, files or software. Near Transfer: Applying steps learned in the training to similar situations in the work environment. Personalization Principle One: Using conversational tone rather than formal style. Important for the design of pedagogical agents-on-screen characters that help guide the learning process during an instructional episode. Personalization Principle Two: Use effective on-screen coaches to promote learning. Research focuses specifically on the role of on-screen coaches, called pedagogical agents, on learning. Personalization Principle Three: Make the author visible to promote learning. Instructional text is often written in a formal and impersonal style, in which the author seems invisible. Pretraining Principle: Introducing the learners to the names and characeristics of the key concepts in a lesson prior to the lesson. Response Strengthening: Concentration on reinforcing or diminishing mental connections based on incentives or reprimands delivered during the learning experience. Is the foundation of directive instructional architectures Scrolling: Continuously move forward, backward or sideways through text and images on screen or within a computer window (Yourdictionary, 2011). Segments: manageable parts created for a complex lesson. The number of segments among the lesson will depend on its complexity. SegmentingPrinciple: Breaking a complex lesson into smaller parts, which are presented one at a time. Self-Explanation Question: Is an interaction usually multiple choices in multimedia that requires the learner to review the worked-out step and identify the underlying principles or concepts behind them. Varied Context Worked Examples: Are several work examples that illustrate some common set of principles in which you vary the cover story but keep.
Worked Example: A step-by-step demonstration of how to preform a task or solve a problem.
E-Learning Terminology
Contiguity Principal: In multimedia presentations, printed words should be placed near the correlating graphic (s) in order to create a connection to the learner (Clark & Mayer, 2008).
Contiguity Principal One: Place words near the graphic(s).
Contiguity Principal Two: Synchronize spoken words with the graphic(s).
Essential cognitive processing: Mentally representing the core material (select the relevant material) and it is created by complexity of the material.
Expertise Reversal Effect: A phenomenon that as a learners gain more expertise, worked examples can impede learning.
Directive Architecture: Training that provides feedback after the student submits a reply or accomplishes a task. This type of learning is centered on a response strengthening approach that is also referred to as the “show and do” method.
Extraneous Processing Load: Mental work that is not connected to the instructional design of a learning presentation.
Fading: When the first example is a worked example provided completely by the instruction. Then the first fully worked example is followed by a second example, in which most of the steps are worked out but the learner is asked to complete one or two of them.
Far Transfer: Adapting to strategies learned in the training to the environment, where all situations change.
Key concepts: Terms and concepts not known by the learner before beginning a learning process. They are more detailed than key words.
Knowledge Construction: Cognitive approach to learning that fosters the acquisition of useful information by merging new data with existing intellectual capabilities and experiences.
Icons: Picture or symbol use on computers to represent a link to documents, applications, files or software.
Near Transfer: Applying steps learned in the training to similar situations in the work environment.
Personalization Principle One: Using conversational tone rather than formal style. Important for the design of pedagogical agents-on-screen characters that help guide the learning process during an instructional episode.
Personalization Principle Two: Use effective on-screen coaches to promote learning. Research focuses specifically on the role of on-screen coaches, called pedagogical agents, on learning.
Personalization Principle Three: Make the author visible to promote learning. Instructional text is often written in a formal and impersonal style, in which the author seems invisible.
Pretraining Principle: Introducing the learners to the names and characeristics of the key concepts in a lesson prior to the lesson.
Response Strengthening: Concentration on reinforcing or diminishing mental connections based on incentives or reprimands delivered during the learning experience. Is the foundation of directive instructional architectures
Scrolling: Continuously move forward, backward or sideways through text and images on screen or within a computer window (Yourdictionary, 2011).
Segments: manageable parts created for a complex lesson. The number of segments among the lesson will depend on its complexity.
Segmenting Principle: Breaking a complex lesson into smaller parts, which are presented one at a time.
Self-Explanation Question: Is an interaction usually multiple choices in multimedia that requires the learner to review the worked-out step and identify the underlying principles or concepts behind them.
Varied Context Worked Examples: Are several work examples that illustrate some common set of principles in which you vary the cover story but keep.
Worked Example: A step-by-step demonstration of how to preform a task or solve a problem.
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